# data[].attributes.headline
Standardized Testing Alternatives for Emergent Bilinguals

# data[].attributes.subject
Standardized Testing Alternatives for Emergent Bilinguals

# data[].attributes.body
There are multiple issues in how our education systems support emergent bilingual students. One of the issues is the use of standardized testing to measure the knowledge of emergent bilinguals. Standardized testing is harmful to emergent bilinguals, not only because of the psychological effects it has on young and older learners but also because it is part of their graduation requirement for many emergent bilinguals in high school. The New Jersey Bilingual education code 6A:15-1.11 Graduation requirements for English language learners states that All E.L.L.s shall satisfy high school graduation requirements according to N.J.A.C. 6A:8-5.1(a). Emergent bilinguals are at various levels where students can either be entering, emerging, develo[ing, expanding, bridging, and reaching English proficiency. The complex phrasing of academic language is difficult for native English and non-native English speakers, which creates a high-level risk for emergent bilinguals who are still learning academic language. Depending on multiple factors, emergent bilinguals may be at similar proficiency levels in their home language, so for reasons like this, providing standardized tests in students' home language is no more beneficial than in English. This is why I propose we find alternatives to measure our students' progress rather than the New Jersey Student Learning Assessment and other summative state assessments.  I suggest replacing standardized tests, which are norm-referenced, culturally biased, and an ineffective and unreliable measurement of student performance. And Instead, initiate and promote more performance or portfolio-based assessments, stealth or game-based assessments, performance contracts,  teacher-student and teacher-parent-student interviews, teacher-developed tests, and criterion-referenced tests.

# data[].attributes.headline
Why we need Alternative to Standardized testing

# data[].attributes.subject
Why we need Alternative to Standardized testing

# data[].attributes.body
In this short video made by Prince Ea, a spoke word artist, who goes into detail about some of the flaws in our education system. He begins the video with a quote from Albert Einstein and goes into further detail about how no two people think alike, especially when it comes to standardized testing. He mentions how the creator of standardized testing, Fredrick J. Kelly, stated, "these tests are too crude to be used, and should be abandoned." Standardized tests are an outdated measure for academic success and need to be more collaborative rather than competitive.

Ea, P. (2016, September 26). I SUED THE SCHOOL SYSTEM !!! Retrieved from https://youtu.be/dqTTojTija8

# data[].attributes.body
Peer to Peer Evaluations/ assessments are used to learn how to receive and give constructive feedback to their peers to strengthen their critical thinking skills. Through peer to peer and self-evaluations, students learn how to assess others as well as themselves. This type of formative assessment can be used in classrooms and on zoom meetings by breaking out rooms and encouraging deeper peer connections. Below I have attached a pdf file of a simple way to collect student feedback using TAG, which stands for: (T)Tell something you liked, (A) Ask a question, and (G) Give a suggestion. When using this type of assessment, it's essential to give clear directions, time frame, guidelines, and provide a rubric if necessary. This strategy will empower students to be responsible for their learning, learn to assess, give constructive feedback, enhance learning by exchanging ideas and opinions, and motivate them to engage more. However, as teachers, we need to ensure that we do not overuse this type of assessment and carefully select what assignments or activities are best for students to receive peer feedback.

Cornell University. (n.d.). Peer Assessment: Center for Teaching Innovation. Retrieved from https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment

# data[].attributes.body
Performance-based assessments are used to measure and assess emergent bilingual students' language proficiency and the ability to apply their skills and knowledge when completing a task. The document below is an example of a language academic assessment form that can be achieved monthly to assess emergent bilinguals' overall academic and English proficiency. In this particular sample, you can assess students' oral and reading comprehension performance, work independently, complete writing assignments, ask for assistance, and comprehensive assessments. On the bottom, there is a space for students to give their recommendations and explain what strategies or techniques they will use to help students. This tool can be used to document student progress, can be used to measure a range of language proficiencies, and is scored with rubrics and observational checklists to evaluate student performance. This is only an example that can be modified to focus solely on reading, writing, speaking, listening, or other language skills.

Colorín Colorado. (2016, January 20). Using Informal Assessments for English Language Learners. Retrieved November 22, 2020, from https://www.colorincolorado.org/article/using-informal-assessments-english-language-learners

# data[].attributes.attachment_link.title
sample language and academic assessment form

# data[].attributes.body
Google forms is an assessment tool that is being used more in more by schools because of distance/ remote learning. Teachers can collect information through creating tests, quizzes, exit tickets, worksheets, and surveys on Google forms. There are templates for each assessment, but it also allows teachers to start from scratch on a blank template. Teachers who use google forms can have data transfers to a google sheet for further analysis, evaluation, and feedback. Teachers can add a lock screen, videos, and pictures and differentiate how students respond, such as short answers, paragraphs, multiple-choice,  and other ways of responding. Below is a poster of how google forms are being used to gather information and assess student knowledge.

Schuh, S. (2020, February 13). Using Google Forms to innovate your assessment practices. Retrieved from https://michiganvirtual.org/blog/using-google-forms-to-innovate-your-assessment-practices/

# data[].attributes.body
Parent-teacher interviews/conferences are an excellent opportunity to find ways to support students and assess their progress. Parents share changes they have seen, and teachers discuss what progress has or has not been made. The video below was created to help newcomer parents learn about parent-teacher interviews. However, it's an excellent example of how these interviews initially start and increase focus on language skills and academic progress. In this video, the teacher discusses Richard, the student's strengths, and encourages parents to continue biliteracy and bilingualism. The teacher provides examples of Richard's writing and a story he wrote using his L1 and English and discussing his progress. Teachers and parents discuss any school work concerns, students' language skills, likes/dislikes, school-related questions, suggestions, and recommendations. These meetings allow parents and teachers to discuss any difficulties before they begin and create a plan to support them in and out of school.

Settlement.org. (2006). Parent Teacher Interviews (Elementary School) - Video. Retrieved from https://settlement.org/ontario/education/elementary-and-secondary-school/help-your-child-succeed-in-school/parent-teacher-interviews-elementary-school-video/

# data[].attributes.attachment_link.authors[].name
Settlement.Org - Information Newcomers Can Trust

# data[].attributes.attachment_link.title
English - Parent Teacher Interviews (Elementary School)

# data[].attributes.body
Embedded Assessments include assignments, activities, exercises, and games used to provide assessment data for specific learning objectives and evaluate students' work with a rubric. The video below shows an example of how a 6th grade English and Social studies teacher, Mr. Flatt, uses a game-based assessment as an embedded and formative assessment. In this video, Mr. Flatt assigns students in groups of four or five to play "Galactic Mappers: A New world from the Ground Up." Galactic Mappers is a classroom game where students work in teams to create different areas of a larger world map. Each group member has a job such as a map manager, researcher, scribe, editor, presenter. Each team tries to get more and fully develop content with a thought-out structure to earn more points within each section. Throughout the process of students creating their continents, Mr. Flatt walks around, giving ongoing feedback, and offers students new tasks on what to include in their continent. He assesses students while engaged in the learning process. Students have a rubric that provides content knowledge, knowledge application, systems thinking, and design thinking. Teachers evaluate students through discussions with ongoing feedback. Students use their map knowledge and apply sensible map components with physical geography and cartography skills.

Edutopia. (2014, May 13). Building Formative Assessment into Game-Based Learning. Retrieved from https://youtu.be/2c2-kYxNyMc

Flatt, C. (2014, May 13). How a Classroom Game Becomes an Embedded Assessment. Retrieved from https://www.edutopia.org/blog/classroom-game-becomes-embedded-assessment-ross-flatt

# data[].attributes.attachment_link.title
Building Formative Assessment into Game-Based Learning

# data[].attributes.attachment_link.description
In a sixth grade classroom at Quest to Learn, ongoing feedback is embedded throughout the course of a collaborative geography game called Galactic Mappers. More resources at: http://www.edutopia.org/blog/classroom-game-becomes-embedded-assessment-ross-flatt This video is part of the Made With Play series, a co-production with Institute of Play.

# data[].attributes.body
Project-based learning is an increasingly growing type of assessment where students become more engaged, self-directed learners, and learn more deeply about various concepts while improving their problem-solving and collaboration skills. Rather than lectures and a test at the end of the week or unit, students are given a broad question or concept responsible for answering through research and presentation. With some guidance from their teacher, students actively engage their learning by creating projects based on their interest and curiosity. Students take ownership of their learning and explore new concepts within their groups or independently to find new ways of answering one or more questions. The five essential key points of project based-learning are real-world connections, core to learning, structured collaboration, student-driven, and multifaceted assessment. The video below details how each of these components is necessary when creating a rigorous and successful Project. Through project-based learning, teachers are seen as facilitators who check-in with students, ask questions, redirect when necessary, and "give hints, not answers." Once students receive their broad question or concept, they look for ways to answer it and start collaborating with their peers and use their critical thinking skills. They begin to develop different ways to present their thinking, which can then be presented to the class or guest speakers. While students engage in the material and immerse themselves in different sources, teachers can write down their observations, analyze individual and group participation and involvement, and examine the final result using a student-made rubric.

Edutopia. (2014, June 26). 5 Keys to Rigorous Project-Based Learning. Retrieved from https://www.edutopia.org/video/5-keys-rigorous-project-based-learning

# data[].attributes.attachment_link.title
5 Keys to Rigorous Project-Based Learning

# data[].attributes.body
Learning or performance contracts are often used in inclusive classrooms among selected students and educators who create a contract with goals and objectives that students and teachers hope to accomplish by the end of a unit, marking period, school year, or specific time frame. Within these contracts, students are given ownership of their learning and prompt to reflect on their learning while establishing goals in a projected timeline. Educators use this contract as an outline for student evaluation and assessment. These contracts are made during student-teacher or parent-student-teacher conferences where students are very involved in creating their contracts with teachers, and parents provide guidance, constructive feedback, and suggestions for modifications. These contracts are signed, and if modifications are necessary during the projected timeline, all parties involved need to approve and sign the modified contract. Below is an example of a template and an example of setting up a learning/ performance contract.

Intervention Central. (n.d.). How to: Increase Motivation. Retrieved from https://www.interventioncentral.org/behavioral-interventions/motivation/how-increase-motivation-learning-contracts

# data[].attributes.body
Another innovative way to assess student learning is through journal entries and a one-pager, a concept where students share the essential takeaways through art on a blank 8.5x11 sheet of paper. Students are at liberty to use their imagination and draw something representative of the lesson or unit.  Using the One-pager approach provides an opportunity for students to give a creative response that is both brief and concise while connecting words and images. One-pagers students include quotations, ideas, pictures, analysis, key names and dates, and more. Students might use their one-pagers to make connections to their own lives, to art or films, to pop culture, to what they're learning in their other classes. One-pager helps students work on their critical thinking and analysis skills with a visual representation graded with a teacher's rubric. The image below shows how a student used the one-pager after a unit in the  1700s-1800s and Native Americans.

Potash, B. (2019, May 26). A Simple Trick for Success with One-Pagers. Retrieved from https://www.cultofpedagogy.com/one-pagers/

# data[].attributes.body
Portfolio assessments are a practical way to assess students by collecting students' work overtime to evaluate growth. Within portfolios include samples of written student work, teacher evaluations, recordings or oral work, formal test data, and other artifacts. Portfolios also include checklists or summaries of students' tasks and performances to collect data and make instructional decisions. In the image below, the example demonstrates how to get started, include, and organize student portfolios. It's essential to integrate emergent bilinguals in this process by allowing students to select the work that reflects their growth, set realistic goals with students, and create their rubrics.

Colorín Colorado. (2016, January 20). Using Informal Assessments for English Language Learners. Retrieved November 22, 2020, from https://www.colorincolorado.org/article/using-informal-assessments-english-language-learners